混合学习环境下学习者的在线自我调节学习潜在剖面分析及行为过程挖掘被引量：16

Latent Profile Analysis and Behavioral Process Mining of Learners'Online Self-regulated Learning in Blended Learning Environment

下载PDF

导出

摘要混合学习强调线下课堂教学和线上自主学习的混合以实现优势互补,其中学习者的在线自我调节学习能力显得异常重要。文章旨在揭示学习者的在线自我调节学习能力存在哪些潜在类别,不同类别学习者是否具有不同的在线自我调节学习行为过程模型,以及这对于在线自我调节学习环境的设计有何启示。研究首先对239名学习者的在线自我调节学习能力进行测评,然后使用潜在剖面分析方法对测评数据进行分析,发现样本学习者可以分为高、中、低三种不同水平的自我调节学习剖面类别。然后分别对三种类别学习者的在线自我调节学习行为数据进行过程挖掘,研究发现:(1)学习者的自我调节学习能力更多体现在执行阶段的行为上;(2)中高水平自我调节学习者的在线学习行为表现出更强的认知和元认知策略;(3)高水平自我调节学习者体现出更有效的时间管理策略与更强的整体规划能力。因此,在线自我调节学习环境需要引入自适应支持机制,为学习者提供适应性的过程和策略支持。 Blended learning emphasizes the blending of offline classroom teaching and online self-regulated learning to achieve complementary strengths,where learners'online self-regulated learning abilities are extremely important.This paper aims to reveal the latent profiles of learners'online self-regulated learning abilities,whether learners of different categories have different patterns of online self-regulated learning behavioral processes,and what implications this may have for the design of online self-regulated learning environments.This study first assesses online self-regulated learning abilities of 239 learners,and then analyzes the data using the latent profile analysis,and finds that the sample learners can be divided into three types of self-regulated learning profiles with high,medium,and low levels.Then,the process mining of online self-regulated learning behavior data of three types of learners is conducted respectively,and it is found that:(1)learners'self-regulated learning abilities are more reflected in behaviors at the execution stage;(2)Online learning behaviors of middle and high-level self-regulated learners show stronger cognitive and metacognitive strategies;(3)High-level self-regulated learners show more effective time management strategies and stronger overall planning skills.Therefore,online self-regulated learning environments needs to introduce adaptive support mechanisms to provide adaptive process and strategic support for learners.

作者邓国民徐新斐朱永海 DENG Guomin;XU Xinfei;ZHU Yonghai(School of Education Science,Guiyang University,Guiyang Guizhou 550005;School of Education,Guizhou Normal University,Guiyang Guizhou 550025;School of Elementary Education,Capital Normal University,Beijing 100048)

机构地区贵阳学院教育科学学院贵州师范大学教育学院首都师范大学初等教育学院

出处《电化教育研究》 CSSCI 北大核心 2021年第1期80-86,共7页 E-education Research

基金贵州省2017年度本科教学内容和课程体系改革项目“本科师范专业‘教育学’公共课混合教学改革研究”(项目编号:2017520081) 教育部人文社会科学研究2019年度一般项目“基于学术社交网络的高校科研影响力计量评价研究”(项目编号:19YJA880005)。

关键词混合学习自我调节学习在线自我调节学习环境潜在剖面分析过程挖掘自适应学习 Blended Learning Self-regulated Learning Online Self-regulated Learning Environment Latent Profile Analysis Process Mining Adaptive Learning

分类号 G434 [文化科学—教育技术学]

引文网络
相关文献

参考文献1

1邓国民,韩锡斌,杨娟.基于OERs的自我调节学习行为对学习成效的影响[J].电化教育研究,2016,37(3):42-49. 被引量：21

二级参考文献30

1Hart, X.B., Zhou, Q., Yang, J.. A Technical Mode for Sharing Knowledge Management & E-Learning, 2011,3 (3) : 356-374.
2Kanwar, A., Uvalicc"-Trnmbic', S., Butcher,N.. A Basic Commonwealth of Learning; Paris : UNESCO, 2011. and Utilizing Open Educational Resources in Chinese Universities[J] Guide to Open Educational Resources (OER) [M]. Vancouver.
3Griffin, P., McGaw, B., Care, E.. Assessment and Teaching of 21st Century Skills[M]. Dordrecht: Springer, 2012.
4Andrad,A.,Ehlers,U.D.,Caine, A., et al. Beyond OER: Shifting Focus to Open Educational Practices[DB/OL].[2015-08-17]. http ://duepublico.uni-duisburg-essen.de/servlets/DerivateServlet/Derivate-25907/OPALReport201_Beyond_OER.pdf, 2011.
5Dabbagh, N., Kitsantas, A.. Personal Learning Environments, Social Media, and Self-Regulated Learning Connecting Formal and Informal Learning[J]. The Internet and Higher Education, 2012, 15 (1): 3-8.
6Armatas, C., Holt, D., Rice, M.. Impacts of An Online-Supported, Resource-Based Learning Environment : does One Size Fit All? [J]. Distance Education, 2003, 24(2) : 141-158.
7Kramarski, B., Michalsky, T.. Investigating Preservice Teachers" Professional Growth in Self-regulated Learning Environments[J]. Journal of Educational Psychology, 2009, 101 (1) : 161-175.
8Hacker, D.J., Dunlosky, J., Graesser, A.C.. Metacognition in Educational Theory and Practice [M]. New Jersey:Lawrence Erlbaum Associates, 1998.
9Zimmerman, B. J.. Academic Studying and the Development of Personal Skill: A Self-Regulatory Perspective [J]. Educational Psychologist, 1998, 33(2) :73-86.
10Zimmerman, B.J.. Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects[J]. American Educational Research Journal, 2008, 45 (1) : 166-183.